Effective Teaching and Evaluation

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Effective Teaching and Evaluation

• The Pathwise System

By David M. AgnewAssociate Professor
Agricultural Education
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Four Domains of Teaching Skills

• Domain A (5 criteria)
• Domain B (5 criteria)
• Domain C (5 criteria)
• Domain D (4 criteria)

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What is a Domain?

• A major groupings or classifications of
  educational principles and practices that are
  considered relative to success in the teaching
  and learning process.
• There are four domains A, B, C, D
• Each has 4 to 5 criteria.

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What is a Criteria?

• A subdivision and explanation of the Domain still
  within or about the Domain theme.
• These will look much like an objective.
• 4 domains, each with 4-5 criteria

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Four Domains of Teaching Skills

• Domain A -- Organizing Content Knowledge for
  Student Learning
• Domain B -- Creating an Environment for the
  Student Learning
• Domain C -- Teaching for student learning
• Domain D -- Teacher Professionalism

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Domain A

• Organizing Content Knowledge for Student Learning
• Criteria
• A 1 Becoming familiar with relevant aspects of
  students background knowledge and experiences
• A 2 Articulation clear learning goals that are
  appropriate for the students
• A 3 Demonstrating and understanding of the
  connections between the content that was learned
  previously, the current content, and the content
  that remains to be learned in the future.

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Criteria Domain A, Continued

• A4 Creating or selecting teaching methods,
  learning activities, and instructional materials
  or other resources that are appropriate for the
  students and that are aligned wit the goals of
  the lesson.
• A5 Creating of selecting evaluation strategies
  that are appropriate for the students and that
  are aligned with the goals of the lesson.

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Criteria A1

• Becoming familiar with relevant aspects of
  students background knowledge and experiences
• Questions asked for reflection?
• How does the teacher find out about students
  background knowledge and experiences?
• How does the teacher find out about students
  foundation for understanding of the content?

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Criteria A 2

• Articulation clear learning goals that are
  appropriate for the students
• Questions asked for reflection?
• Is the teacher able to state learning goals for
  the current lesson?
• Does the teacher state the goals in terms of
  students outcomes, clearly distinguishing
  outcomes from activities?

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Criteria A 3

• Demonstrating and understanding of the
  connections between the content that was learned
  previously, the current content, and the content
  that remains to be learned in the future
• Question asked for reflection?
• Can the teacher explain how the content he or she
  has planned for today connects to what the
  students have previously learned?
• Can the teacher explain how the content he or she
  has planned for today connects to what the
  students will study in the future?

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Criteria A 4

• Creating or selecting teaching methods, learning
  activities, and instructional materials or other
  resources that are appropriate for the students
  and that are aligned wit the goals of the lesson
• Questions asked for reflection?
• Are the methods, activities, materials, and
  resources selected by the teacher aligned with
  the goals of the lesson?
• Are the methods and activities appropriate to the
  students development levels? Do the materials
  and activities provide for varied styles of
  participation?

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Criteria A 5

• Creating of selecting evaluation strategies that
  are appropriate for the students and that are
  aligned with the goals of the lesson
• Questions asked for reflection?
• How is the plan for evaluation aligned with the
  learning goals of the lesson?
• Can the teacher describe how he or she will use
  the results of the evaluation in planning future
  instruction?

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Domain B

• Creating an environment for the student learning
• Criteria
• B 1 Creating a climate that promotes fairness
• B 2 Establishing and maintaining rapport with
  students
• B 3 Communicating challenging learning
  expectations to each student
• B 4 Establishing and maintaining consistent
  standards of classroom behavior
• B 5 Making the physical environment as safe and
  conducive to learning as possible

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Criteria B 1

• Creating a climate that promotes fairness
• Questions asked for reflection?
• Is the teacher fair in interactions with students
  during the observed class period?
• In what ways does the teacher help students to
  have access to learning?

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Criteria B 2

• Establishing and maintaining rapport with
  students
• Questions asked for reflection?
• Does the teacher attempt to relate positively to
  students?
• Does the teacher show concern for the students?

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Criteria B 3

• Communicating challenging learning expectations
  to each student
• Questions asked for reflection?
• How does the teacher show, by words, actions, or
  attitude, that each student is capable of
  meaningful achievement?
• In what ways do the students demonstrate a clear
  understanding of the teachers expectations for
  achievement that may have been stated explicitly
  prior to the observation?

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Criteria B 4

• Establishing and maintaining consistent standards
  of classroom behavior
• Questions asked for reflection?
• Are consistent standards of classroom behavior
  evident?
• How are standards established?

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Criteria B 5

• Making the physical environment as safe and
  conducive to learning as possible
• Question asked for reflection?
• How much control does the teacher have over the
  physical environment?
• Are any safety violations or risks evident?

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Domain C

• Teaching for student learning
• Criteria
• C 1 Making learning goals and instructional
  procedures clear to students
• C 2 Making content comprehensible to students
• C 3 Encouraging students to extend their thinking
• C 4 Monitoring students understanding of content
  through a variety of means, providing feedback to
  students to assist learning, and adjusting
  learning activities as the situation demands
• C 5 Using instructional time effectively

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Criteria C 1

• Making learning goals and instructional
  procedures clear to students
• Questions asked for reflection?
• Does the teacher communicate learning goals to
  the students, either explicitly or implicitly?
• Are the directions to students for instructional
  procedures clear?

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Criteria C 2

• Making content comprehensible to students
• Questions asked?
• Are the students generally engaged with the
  content?
• Does the lesson as a whole have coherent
  structure?

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Criteria C 3

• Encouraging students to extend their thinking
• Questions asked?
• Does the teacher recognize and use opportunities
  to help students extend their thinking?
• Is the teacher able to use the current content
  appropriately as a springboard to independent,
  creative, or critical thinking?

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Criteria C 4

• Monitoring students understanding of content
  through a variety of means, providing feedback to
  students to assist learning, and adjusting
  learning activities as the situation demands
• Questions asked?
• Does the teacher monitor students understanding
  of the content? Is this done equitably?
• Does the teacher provide substantive feedback to
  students? Is this done equitably?

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Criteria C 5

• Using instructional time effectively
• Questions asked?
• Is the instruction paced in such a way that
  students appear to be on task most of the time?
• Is there evidence of established routines and
  procedures that help the teacher maximize the
  time available for instruction?

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Domain D

• Teacher Professionalism
• Criteria
• D 1 Reflecting on the extent to which the
  learning goals were met
• D 2 Demonstrating a sense of efficacy
• D 3 Building a professional relationship with
  colleagues to share teaching insights and to
  coordinate learning activities for students
• D 4 Building a professional relationship with
  colleagues to share teaching insights and to
  coordinate learning activities for students

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Criteria D 1

• Reflecting on the extent to which the learning
  goals were met
• Questions asked?
• What judgments does the teacher make about the
  extent to which the goals were met? Are these
  judgments accurate?
• How does the teacher support her or his judgment?

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Criteria D 2

• Demonstrating a sense of efficacy
• Questions asked?
• In what ways does the teacher convey a sense of
  efficacy with respect to students learning?
• What specific actions does the teacher suggest
  for working with individual students who are not
  meeting the learning goals?

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Criteria D 3

• Building a professional relationship with
  colleagues to share teaching insights and to
  coordinate learning activities for students
• Questions asked?
• Does the teacher identify colleagues within the
  school who can provide instructional help is
  relevant to the observed lesson or to students in
  the class?
• If appropriate, does the teacher identify
  colleagues whose participation is either
  necessary or helpful in coordinating learning
  activities for students?

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Criteria D 4

• Building a professional relationship with
  colleagues to share teaching insights and to
  coordinate learning activities for students
• Questions asked?
• Does the teacher demonstrate knowledge of how he
  or she could communicate with parents or
  guardians?
• Does the teacher communicate appropriately with
  parents or guardians in ways that are suitable
  for his or her teaching situation?

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Quick Quiz Domains

• In class the students feel free to attempt new
  experiences.
• (Domain B -- Environment)
• Knowing the students background will aide in
  helping the teacher.
• (Domain A Becoming familiar with background)

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Quick Domain Quiz Cont

• In class has the goals been met.
• (Domain D- Learning goals)
• In class do the students understand instructions.
• (Domain C- Making goals clear)

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The End

• Credits and References